Social Influences of Teachers, Classmates, and Parents on Children's Commitment to Physical Education and Language Education

Abstract

This study aims to examine the social influences of teachers', classmates' and parents' (i.e., positive reinforcement and punishment) on children's commitment to physical education (PE) and language education (LE). Children from the UK (N = 614; Mean age = 13.05, SD = 2.01) completed the Perceived Social Influence Scale (Chan, et al. 2012), and also measures of competence, enjoyment, and effort in either the PE or LE context. Multi-group structural equation modelling (CFI = 0.97-0.98; TLI = 0.96-0.97; RMSEA = 0.03-0.04) showed that social influences from teachers, classmates, and parents explained 33% to 58% variance of the commitment outcomes. Significant differences were observed in the strength of predictions between PE and LE. In conclusion, teachers are the key social agents for children's commitment towards PE and LE. Classmates are more important to children in LE than in PE. The role of fathers' and mothers' social influences on students' commitments to PE and LE appeared to be mixed.

Parenting profiles: motivation toward health-oriented physical activity and intention to be physically active

“…Although the variable intention to be physically active has been previously studied in the field of PA [ 33 ], there are only a few studies specifically addressing the topic of PS and the intention to be physically active. Some of the literature postulates that parents who provide their children positive reinforcement (love/affection) help them to strive and engage in the context of physical education [ 34 ]. Parents who criticize their sons’ and daughters’ performance during PA favor their perception of stress [ 35 ], and stress is a factor linked to the abandonment of physical sports practice [ 36 ].…”